Learning Motivation and Long-Term Retention

Learning Motivation and Long-Term Retention Through the use of Web-Based Learning Frameworks and Methodologies

Theory

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Creating a strong catalyst of continual learning often requires educators to move beyond the constraints of existing teaching frameworks to embrace entirely new ones. The long-held assumptions regarding didactic, highly repetitive teaching styles are being more openly questioned as the integration of in-class and Web-based instruction shows greater potential that traditional teaching strategies, especially in the areas of conceptual learning involved in math and science (Green, Gentemann, 2001). The pervasive adoption of the Internet as a communications and collaboration medium has led to this medium being engrained into many facets of student’s, parents, teacher’s and school administrators’ daily lives. The progression of teaching platforms continues to accelerate, with Internet-based learning showing the potential to provide students with a more customized, tailored experience to their specific needs. The concept of tailoring in-class learning with online instruction and tutorials is providing instructors with the ability to tailor individualized learning programs to the specific needs of students. The learning strategy that encompasses these areas of learning theory is called scaffolding, or the supporting of online and offline student learning styles with the specific learning plans designed to address their unique strengths and weaknesses (Najjar, 2008).

Contrary to learning theories and frameworks that have as their impetus or catalyst technology, scaffolding and the advanced forms of Web-based learning (WBL) are predicated on the concepts of creating a foundation that enables long-term learning through transformational leadership in the classroom. Instead of relying on technology as a means to create a given educational platform and creating a myriad of programs to get students online to adopt it, the combining of scaffolding and WBL techniques look to infuse a strong sense of learning autonomy, mastery of the programs, and purpose in learning materials (Greenwood, Horton, Utley, 2002. These three core concepts of autonomy, mastery and purpose are the anchor points of successful long-term learning programs (Ahlfeldt, Mehta, Sellnow, 2005). By designing scaffolding or individualized learning programs in conjunction with autonomy, mastery and purpose, the more complex, abstract concepts of mathematics, science and physics can be more effectively mastered by students over time. The design of courses in these more abstract, complex areas of study are most effective when they provide students with a high degree of control over the online learning experience, specifically concentrating on replication of content and lessons over time (Greenwood, Horton, Utley, 2002). Studies indicate that students gain a greater sense of autonomy and mastery over complex subjects when online learning platforms and systems allow them to continually review and iterate key steps in complex learning areas. The greater the level of interactivity of learning tools that can both be customized by the instructor to provide scaffolding or individualized learning programs, the greater the motivation to improve and see improvement in individualized scores (Najjar, 2008). The extent to which these scores are kept confidential between the student and instructor, the degree of customization of the online learning environment have a direct effect on the adoption and continual use of the learning tools (Basile, D’Aquila, 2002). This relates back to the concepts of autonomy and mastery, where online learning tools that provide students with an opportunity to take control of and manage their online environment effectively can lead to significant gains in long-term learning and retention of complex concepts (Sherif, Khan, 2005).

Nurturing and continually reinforcing a learning culture of autonomy, mastery and purpose is being accomplished through the use of both online-only and hybrid in-class and online classes, with the latter showing the greatest potential in courses that had been taught with inflexible pedantic structures in the past. The use of scaffolding strategies in the context of hybrid course structures has shown potential for providing student with greater autonomy and agility in defining their own learning environments online (Green, Gentemann, 2001). The instructor becomes a facilitator and partner to learning in these scenarios, and also defines the scaffolding strategies for each student as well (Najjar, 2008).

The overarching framework used to integrate these concepts of scaffolding, hybrid course design and the core values of autonomy, mastery and purpose together is often the Web-Based Learning (WBL) framework, created by Dr. Badrul Khan (Khan, 2003). Dr. Khan’s WBL Framework is extensively used throughout academic and commercial applications of Web-based learning strategies. What makes this specific framework noteworthy above a myriad of others is how effectively, and pragmatically it places the student at the center of the learning strategies programs and experience (Khan, 1997). The overarching goal of the WBL Framework is to create a highly cohesive network to support student’s specific learning styles, strengths, and pace of comprehension over time. Its eight dimensions are deliberately designed ot orchestrate the many types of learning needs students have and give instructors the ability to customize learning strategies for students. The eight dimensions of the model include audience analysis, content analysis, goal analysis, medium and design analysis, organization and methods and strategies for attaining long-term learning goals and objectives (Khan, 1997). Taken together these eight factors lead to a flexible learning platform that can support individualized, highly tailored learning strategies (Najjar, 2008).

2. Theory and Practice

Studies showing the reliance on a hybrid learning strategy of combining on-class and online instruction is more effective than traditional in-class alone. This is because the traditional didactic approaches to requiring rote memorization often deprive students with greater insights into how complex concepts are interrelated with one another (Greenwood, Horton, Utley, 2002). Clearly the era of didactic teaching is waning as advanced use of online collaboration and communication tools are teaching students how to better combine their unique strengths to turn their class projects into a long-term learning experience (Beard, 2002). This is especially the case in a study of 151 students enrolled in a traditional class and 49 enrolled in the same course online., the online course had lectures on electronic bulletin boards, a portal and also available via CD-ROM and on shared network drives. The online discussion rooms could be reserved and used whenever students needed them, and also provided for virtual blackboards for real-time information sharing (Navarro, Shoemaker, 2000). The results showed that students were more effective at collaborating and communicating with the online tools as many of them had time pressures that made meeting outside of class very difficult. This was one of the key factors that emerged from the analysis at a statistically significant level, yet the most compelling factor was the fact that students held each other to accountability and performance online where everyone could immediately see who was contributing or not, complete with statistics showing the most frequent contributors to the group’s success (Navarro, Shoemaker, 2000). The peer pressure within this specific study showed that each student wanted to be seen as a major contributor to the groups’ learning success and also wanted to have a “score” associated with their contribution which earned them enhanced credibility and respect with their peers in the class (Navarro, Shoemaker, 2000).

A study based on a computer programming course was completed using the WBL Framework as defined by Dr. Badrul Khan (Khan, 2003) that compared the academic performance of students who were taught with face-to-face lectures relative to those that were taught online using the WBL Framework as defined by Dr. Khan. The students who were taught online using a course design based on the WBL Framework in conjunction with scaffolding strategies for individualized learning outcomes performance better on both midterm and final exams (Navarro, Shoemaker, 2000). Scaffolding was shown to significantly improve test grades on lab programs, group or shared projects, midterms and final projects. The results also showed that online collaboration and communication increased significantly as student leaders emerged from the groups, often offering to help others with their more challenging homework assignments (Navarro, Shoemaker, 2000). This was surprising in that computer programming courses and advanced sciences classes are often highly competitive and isolated student behavior often leads to communication and project Collaboration breakdown even in entry-level courses as well. Yet the impact of a shared workspace online continually created a shared experience where students would regularly communicate using both computers at home and at school. The eight factors or components of the WBL Framework as defined by Dr. Khan had created a level of trust and transparency and dependency on de facto student leaders that otherwise would not have emerged (Navarro, Shoemaker, 2000).

3. Multiple Perspectives

There are just as many studies that indicate online learning leads to a lack of focus on the most critical areas of a course and the tendency of students to socialize instead of getting to work on their course projects. The most effective learning platforms that are built on the WBL Framework as defined by Dr. Khan have components that reflect student’s progression towards learning and can be configured to nurture and encourage students to become de facto leaders of their student teams (Khan, 1997). Dr. Khan’s work on these aspects of his framework are closely aligned with the core concepts of long-term learning including autonomy, mastery and purpose, three components shown to be critical in nurturing and growing long-term motivation (Greenwood, Horton, Utley, 2002).

In conjunction with these perspectives on how to create a highly effective online learning platform that aligns to the specific needs of students, there is a corresponding area of research that concentrates on teaching resiliency in the teaching process. The work of Dr. Carol Dweck of Stanford University underscores the need for leading students to continually challenge themselves to grow and have a very strong growth mindset vs. A limited on. She draws on an empirically-derived research study that shows the greater the growth mindset of even the most talented and gifted mindset, the greater the long-term performance gains they make in life (Dweck, 2006). Her book, Mindset, challenges both students and teachers to create a culture of continual focus on excellence and continual striving to improve, never taking a closed or limited mindset to improvement. It is an inspirational book and shows that there is hope for continual improvement and gains for the most challenged student and a call to continual effort and excellence for the most gifted. She also provides many examples of how the most challenged and failing students were able to transform their own academic performance with the right coaching and mindset around growth relative to limited or negative boundaries placed on performance.

4. Pedagogical Goal

In an era of Facebook, MySpace, Twitter and the many other social networks there is a healthy amount of skepticism relative to the use of the Internet as a learning platform. Using advanced teaching platforms that allow for scaffolding in conjunction with shared collaboration, instructors can see the value of enabling greater communication and collaboration throughout a class. When instructors rely on positive reinforcement to underscore the need for students to help each other the entire culture and morale of a class can be transformed as well (Ahlfeldt, Mehta, Sellnow, 2005). In conjunction with the group-based learning platform, the use of scaffolding technologies is also critical to the success of students as well (Najjar, 2008). In the case of advanced mathematical and science courses these techniques have shown to be highly effective in creating a culture of continual growth and the ability to shift the mindset of students to achievement over failure (Dweck, 2006).

5. Assessment

After proposing the use of online learning tools to a course, the response was overwhelming positive. The immediate response was that the interface of the learning platform was that it emulate Facebook in design and performance. While this is difficult to predict based on the availability of applications within the school district, it is apparent that the direction of software design encompasses usability as a very high priority. When classes were queried as to how often they would use the online tools for team projects, all said nightly. It became apparent from these discussions that Facebook and the current base of social media applications has changed how students interrelate with each other, their parents, and extracurricular organizations including school clubs, church groups, and other social programs. The integration of a learning platform into this broader base of experience can lead to a greater level of autonomy, mastery and purpose being achieved in their work (Greenwood, Horton, Utley, 2002).

6. Impact on Student Learning

Creating learning platforms that enable greater aligning of individualized lessons to the needs of students shows significant potential to increase long-term learning effectiveness (Najjar, 2008). Making these platforms as easy to use and understand while providing immediate feedback of performance in the form of gamificaiton can also lead to greater adoption. In conclusion, using online learning platforms to enable greater levels of comprehension and generate higher levels of autonomy, mastery and purpose in all subject areas shows potential in helping underperforming students to improve and high performance students ot stay challenged.

7.

Works Cited

Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, 24(1), 5-20.

Basile, a. & D’Aquila, J.M. (2002). An experimental analysis of computer-mediated instruction and student attitudes in a Principles of Financial Accounting course. Journal of Education for Business, 77(3), 137.

Beard, L.A. (2002). Students perceptions of online vs. campus instruction. Education, 122(4), 658.

Dutton, j. d.; Dutton, m.; Perry, j. (2002). How do Online Students Differ from Lecture Students? JALN. Vol. 6, no. 1, July.

Dweck, C (2006). Mindset: The New Psychology of Success. New York, NY: Random House

Green, R. & Gentemann, K. (2001). Comparison of outcomes for an online and face-to-face advanced English course: Changes in attitudes, perceptions, expectations, and behaviors, presented at the Virginia Assessment Group Conference in Charlottesville, Virginia, November 2000. Retrieved February 19, 2013 from http://assessment.gmu.edu/reports/Eng302

Greenwood, C.R., Horton, B.T., & Utley, C.A. (2002). Academic engagement: Current perspectives in research and practice. School Psychology Review, 31(3), 328.

Khan, B.H. (2003, a framework for open, flexible and distributed e-learning. E-Learn Magazine, 2003, 1-1.

Khan, B.H. (Ed.). (1997). Web-based instruction. Englewood Cliffs, NJ: Educational Technology Publications.

Najjar, M. (2008). On scaffolding adaptive teaching prompts within virtual labs. International Journal of Distance Education Technologies, 6(2), 35-54.

Navarro, P. And J. Shoemaker (2000). Performance and perception of distance learners in cyberspace. The American Journal of Distance Education 14(2): 15-35.

Sherif, J., & Khan, R. (2005). Role and relevance of web supported learning for first generation learners. Journal of American Academy of Business, Cambridge, 6(1), 123-129.

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Learning Motivation and Long-Term Retention

Learning Motivation and Long-Term Retention Through the use of Web-Based Learning Frameworks and Methodologies

Theory

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Learning Motivation and Long-Term Retention
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Creating a strong catalyst of continual learning often requires educators to move beyond the constraints of existing teaching frameworks to embrace entirely new ones. The long-held assumptions regarding didactic, highly repetitive teaching styles are being more openly questioned as the integration of in-class and Web-based instruction shows greater potential that traditional teaching strategies, especially in the areas of conceptual learning involved in math and science (Green, Gentemann, 2001). The pervasive adoption of the Internet as a communications and collaboration medium has led to this medium being engrained into many facets of student’s, parents, teacher’s and school administrators’ daily lives. The progression of teaching platforms continues to accelerate, with Internet-based learning showing the potential to provide students with a more customized, tailored experience to their specific needs. The concept of tailoring in-class learning with online instruction and tutorials is providing instructors with the ability to tailor individualized learning programs to the specific needs of students. The learning strategy that encompasses these areas of learning theory is called scaffolding, or the supporting of online and offline student learning styles with the specific learning plans designed to address their unique strengths and weaknesses (Najjar, 2008).

Contrary to learning theories and frameworks that have as their impetus or catalyst technology, scaffolding and the advanced forms of Web-based learning (WBL) are predicated on the concepts of creating a foundation that enables long-term learning through transformational leadership in the classroom. Instead of relying on technology as a means to create a given educational platform and creating a myriad of programs to get students online to adopt it, the combining of scaffolding and WBL techniques look to infuse a strong sense of learning autonomy, mastery of the programs, and purpose in learning materials (Greenwood, Horton, Utley, 2002. These three core concepts of autonomy, mastery and purpose are the anchor points of successful long-term learning programs (Ahlfeldt, Mehta, Sellnow, 2005). By designing scaffolding or individualized learning programs in conjunction with autonomy, mastery and purpose, the more complex, abstract concepts of mathematics, science and physics can be more effectively mastered by students over time. The design of courses in these more abstract, complex areas of study are most effective when they provide students with a high degree of control over the online learning experience, specifically concentrating on replication of content and lessons over time (Greenwood, Horton, Utley, 2002). Studies indicate that students gain a greater sense of autonomy and mastery over complex subjects when online learning platforms and systems allow them to continually review and iterate key steps in complex learning areas. The greater the level of interactivity of learning tools that can both be customized by the instructor to provide scaffolding or individualized learning programs, the greater the motivation to improve and see improvement in individualized scores (Najjar, 2008). The extent to which these scores are kept confidential between the student and instructor, the degree of customization of the online learning environment have a direct effect on the adoption and continual use of the learning tools (Basile, D’Aquila, 2002). This relates back to the concepts of autonomy and mastery, where online learning tools that provide students with an opportunity to take control of and manage their online environment effectively can lead to significant gains in long-term learning and retention of complex concepts (Sherif, Khan, 2005).

Nurturing and continually reinforcing a learning culture of autonomy, mastery and purpose is being accomplished through the use of both online-only and hybrid in-class and online classes, with the latter showing the greatest potential in courses that had been taught with inflexible pedantic structures in the past. The use of scaffolding strategies in the context of hybrid course structures has shown potential for providing student with greater autonomy and agility in defining their own learning environments online (Green, Gentemann, 2001). The instructor becomes a facilitator and partner to learning in these scenarios, and also defines the scaffolding strategies for each student as well (Najjar, 2008).

The overarching framework used to integrate these concepts of scaffolding, hybrid course design and the core values of autonomy, mastery and purpose together is often the Web-Based Learning (WBL) framework, created by Dr. Badrul Khan (Khan, 2003). Dr. Khan’s WBL Framework is extensively used throughout academic and commercial applications of Web-based learning strategies. What makes this specific framework noteworthy above a myriad of others is how effectively, and pragmatically it places the student at the center of the learning strategies programs and experience (Khan, 1997). The overarching goal of the WBL Framework is to create a highly cohesive network to support student’s specific learning styles, strengths, and pace of comprehension over time. Its eight dimensions are deliberately designed ot orchestrate the many types of learning needs students have and give instructors the ability to customize learning strategies for students. The eight dimensions of the model include audience analysis, content analysis, goal analysis, medium and design analysis, organization and methods and strategies for attaining long-term learning goals and objectives (Khan, 1997). Taken together these eight factors lead to a flexible learning platform that can support individualized, highly tailored learning strategies (Najjar, 2008).

2. Theory and Practice

Studies showing the reliance on a hybrid learning strategy of combining on-class and online instruction is more effective than traditional in-class alone. This is because the traditional didactic approaches to requiring rote memorization often deprive students with greater insights into how complex concepts are interrelated with one another (Greenwood, Horton, Utley, 2002). Clearly the era of didactic teaching is waning as advanced use of online collaboration and communication tools are teaching students how to better combine their unique strengths to turn their class projects into a long-term learning experience (Beard, 2002). This is especially the case in a study of 151 students enrolled in a traditional class and 49 enrolled in the same course online., the online course had lectures on electronic bulletin boards, a portal and also available via CD-ROM and on shared network drives. The online discussion rooms could be reserved and used whenever students needed them, and also provided for virtual blackboards for real-time information sharing (Navarro, Shoemaker, 2000). The results showed that students were more effective at collaborating and communicating with the online tools as many of them had time pressures that made meeting outside of class very difficult. This was one of the key factors that emerged from the analysis at a statistically significant level, yet the most compelling factor was the fact that students held each other to accountability and performance online where everyone could immediately see who was contributing or not, complete with statistics showing the most frequent contributors to the group’s success (Navarro, Shoemaker, 2000). The peer pressure within this specific study showed that each student wanted to be seen as a major contributor to the groups’ learning success and also wanted to have a “score” associated with their contribution which earned them enhanced credibility and respect with their peers in the class (Navarro, Shoemaker, 2000).

A study based on a computer programming course was completed using the WBL Framework as defined by Dr. Badrul Khan (Khan, 2003) that compared the academic performance of students who were taught with face-to-face lectures relative to those that were taught online using the WBL Framework as defined by Dr. Khan. The students who were taught online using a course design based on the WBL Framework in conjunction with scaffolding strategies for individualized learning outcomes performance better on both midterm and final exams (Navarro, Shoemaker, 2000). Scaffolding was shown to significantly improve test grades on lab programs, group or shared projects, midterms and final projects. The results also showed that online collaboration and communication increased significantly as student leaders emerged from the groups, often offering to help others with their more challenging homework assignments (Navarro, Shoemaker, 2000). This was surprising in that computer programming courses and advanced sciences classes are often highly competitive and isolated student behavior often leads to communication and project Collaboration breakdown even in entry-level courses as well. Yet the impact of a shared workspace online continually created a shared experience where students would regularly communicate using both computers at home and at school. The eight factors or components of the WBL Framework as defined by Dr. Khan had created a level of trust and transparency and dependency on de facto student leaders that otherwise would not have emerged (Navarro, Shoemaker, 2000).

3. Multiple Perspectives

There are just as many studies that indicate online learning leads to a lack of focus on the most critical areas of a course and the tendency of students to socialize instead of getting to work on their course projects. The most effective learning platforms that are built on the WBL Framework as defined by Dr. Khan have components that reflect student’s progression towards learning and can be configured to nurture and encourage students to become de facto leaders of their student teams (Khan, 1997). Dr. Khan’s work on these aspects of his framework are closely aligned with the core concepts of long-term learning including autonomy, mastery and purpose, three components shown to be critical in nurturing and growing long-term motivation (Greenwood, Horton, Utley, 2002).

In conjunction with these perspectives on how to create a highly effective online learning platform that aligns to the specific needs of students, there is a corresponding area of research that concentrates on teaching resiliency in the teaching process. The work of Dr. Carol Dweck of Stanford University underscores the need for leading students to continually challenge themselves to grow and have a very strong growth mindset vs. A limited on. She draws on an empirically-derived research study that shows the greater the growth mindset of even the most talented and gifted mindset, the greater the long-term performance gains they make in life (Dweck, 2006). Her book, Mindset, challenges both students and teachers to create a culture of continual focus on excellence and continual striving to improve, never taking a closed or limited mindset to improvement. It is an inspirational book and shows that there is hope for continual improvement and gains for the most challenged student and a call to continual effort and excellence for the most gifted. She also provides many examples of how the most challenged and failing students were able to transform their own academic performance with the right coaching and mindset around growth relative to limited or negative boundaries placed on performance.

4. Pedagogical Goal

In an era of Facebook, MySpace, Twitter and the many other social networks there is a healthy amount of skepticism relative to the use of the Internet as a learning platform. Using advanced teaching platforms that allow for scaffolding in conjunction with shared collaboration, instructors can see the value of enabling greater communication and collaboration throughout a class. When instructors rely on positive reinforcement to underscore the need for students to help each other the entire culture and morale of a class can be transformed as well (Ahlfeldt, Mehta, Sellnow, 2005). In conjunction with the group-based learning platform, the use of scaffolding technologies is also critical to the success of students as well (Najjar, 2008). In the case of advanced mathematical and science courses these techniques have shown to be highly effective in creating a culture of continual growth and the ability to shift the mindset of students to achievement over failure (Dweck, 2006).

5. Assessment

After proposing the use of online learning tools to a course, the response was overwhelming positive. The immediate response was that the interface of the learning platform was that it emulate Facebook in design and performance. While this is difficult to predict based on the availability of applications within the school district, it is apparent that the direction of software design encompasses usability as a very high priority. When classes were queried as to how often they would use the online tools for team projects, all said nightly. It became apparent from these discussions that Facebook and the current base of social media applications has changed how students interrelate with each other, their parents, and extracurricular organizations including school clubs, church groups, and other social programs. The integration of a learning platform into this broader base of experience can lead to a greater level of autonomy, mastery and purpose being achieved in their work (Greenwood, Horton, Utley, 2002).

6. Impact on Student Learning

Creating learning platforms that enable greater aligning of individualized lessons to the needs of students shows significant potential to increase long-term learning effectiveness (Najjar, 2008). Making these platforms as easy to use and understand while providing immediate feedback of performance in the form of gamificaiton can also lead to greater adoption. In conclusion, using online learning platforms to enable greater levels of comprehension and generate higher levels of autonomy, mastery and purpose in all subject areas shows potential in helping underperforming students to improve and high performance students ot stay challenged.

7.

Works Cited

Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, 24(1), 5-20.

Basile, a. & D’Aquila, J.M. (2002). An experimental analysis of computer-mediated instruction and student attitudes in a Principles of Financial Accounting course. Journal of Education for Business, 77(3), 137.

Beard, L.A. (2002). Students perceptions of online vs. campus instruction. Education, 122(4), 658.

Dutton, j. d.; Dutton, m.; Perry, j. (2002). How do Online Students Differ from Lecture Students? JALN. Vol. 6, no. 1, July.

Dweck, C (2006). Mindset: The New Psychology of Success. New York, NY: Random House

Green, R. & Gentemann, K. (2001). Comparison of outcomes for an online and face-to-face advanced English course: Changes in attitudes, perceptions, expectations, and behaviors, presented at the Virginia Assessment Group Conference in Charlottesville, Virginia, November 2000. Retrieved February 19, 2013 from http://assessment.gmu.edu/reports/Eng302

Greenwood, C.R., Horton, B.T., & Utley, C.A. (2002). Academic engagement: Current perspectives in research and practice. School Psychology Review, 31(3), 328.

Khan, B.H. (2003, a framework for open, flexible and distributed e-learning. E-Learn Magazine, 2003, 1-1.

Khan, B.H. (Ed.). (1997). Web-based instruction. Englewood Cliffs, NJ: Educational Technology Publications.

Najjar, M. (2008). On scaffolding adaptive teaching prompts within virtual labs. International Journal of Distance Education Technologies, 6(2), 35-54.

Navarro, P. And J. Shoemaker (2000). Performance and perception of distance learners in cyberspace. The American Journal of Distance Education 14(2): 15-35.

Sherif, J., & Khan, R. (2005). Role and relevance of web supported learning for first generation learners. Journal of American Academy of Business, Cambridge, 6(1), 123-129.

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Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

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  • We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

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  • We will have a different writer write the paper from scratch.
  • Last resort, if the above does not work, we will refund your money.

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We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

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You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment  Help Service Works

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Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

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Learning Motivation and Long-Term Retention

Learning Motivation and Long-Term Retention Through the use of Web-Based Learning Frameworks and Methodologies

Theory

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Creating a strong catalyst of continual learning often requires educators to move beyond the constraints of existing teaching frameworks to embrace entirely new ones. The long-held assumptions regarding didactic, highly repetitive teaching styles are being more openly questioned as the integration of in-class and Web-based instruction shows greater potential that traditional teaching strategies, especially in the areas of conceptual learning involved in math and science (Green, Gentemann, 2001). The pervasive adoption of the Internet as a communications and collaboration medium has led to this medium being engrained into many facets of student’s, parents, teacher’s and school administrators’ daily lives. The progression of teaching platforms continues to accelerate, with Internet-based learning showing the potential to provide students with a more customized, tailored experience to their specific needs. The concept of tailoring in-class learning with online instruction and tutorials is providing instructors with the ability to tailor individualized learning programs to the specific needs of students. The learning strategy that encompasses these areas of learning theory is called scaffolding, or the supporting of online and offline student learning styles with the specific learning plans designed to address their unique strengths and weaknesses (Najjar, 2008).

Contrary to learning theories and frameworks that have as their impetus or catalyst technology, scaffolding and the advanced forms of Web-based learning (WBL) are predicated on the concepts of creating a foundation that enables long-term learning through transformational leadership in the classroom. Instead of relying on technology as a means to create a given educational platform and creating a myriad of programs to get students online to adopt it, the combining of scaffolding and WBL techniques look to infuse a strong sense of learning autonomy, mastery of the programs, and purpose in learning materials (Greenwood, Horton, Utley, 2002. These three core concepts of autonomy, mastery and purpose are the anchor points of successful long-term learning programs (Ahlfeldt, Mehta, Sellnow, 2005). By designing scaffolding or individualized learning programs in conjunction with autonomy, mastery and purpose, the more complex, abstract concepts of mathematics, science and physics can be more effectively mastered by students over time. The design of courses in these more abstract, complex areas of study are most effective when they provide students with a high degree of control over the online learning experience, specifically concentrating on replication of content and lessons over time (Greenwood, Horton, Utley, 2002). Studies indicate that students gain a greater sense of autonomy and mastery over complex subjects when online learning platforms and systems allow them to continually review and iterate key steps in complex learning areas. The greater the level of interactivity of learning tools that can both be customized by the instructor to provide scaffolding or individualized learning programs, the greater the motivation to improve and see improvement in individualized scores (Najjar, 2008). The extent to which these scores are kept confidential between the student and instructor, the degree of customization of the online learning environment have a direct effect on the adoption and continual use of the learning tools (Basile, D’Aquila, 2002). This relates back to the concepts of autonomy and mastery, where online learning tools that provide students with an opportunity to take control of and manage their online environment effectively can lead to significant gains in long-term learning and retention of complex concepts (Sherif, Khan, 2005).

Nurturing and continually reinforcing a learning culture of autonomy, mastery and purpose is being accomplished through the use of both online-only and hybrid in-class and online classes, with the latter showing the greatest potential in courses that had been taught with inflexible pedantic structures in the past. The use of scaffolding strategies in the context of hybrid course structures has shown potential for providing student with greater autonomy and agility in defining their own learning environments online (Green, Gentemann, 2001). The instructor becomes a facilitator and partner to learning in these scenarios, and also defines the scaffolding strategies for each student as well (Najjar, 2008).

The overarching framework used to integrate these concepts of scaffolding, hybrid course design and the core values of autonomy, mastery and purpose together is often the Web-Based Learning (WBL) framework, created by Dr. Badrul Khan (Khan, 2003). Dr. Khan’s WBL Framework is extensively used throughout academic and commercial applications of Web-based learning strategies. What makes this specific framework noteworthy above a myriad of others is how effectively, and pragmatically it places the student at the center of the learning strategies programs and experience (Khan, 1997). The overarching goal of the WBL Framework is to create a highly cohesive network to support student’s specific learning styles, strengths, and pace of comprehension over time. Its eight dimensions are deliberately designed ot orchestrate the many types of learning needs students have and give instructors the ability to customize learning strategies for students. The eight dimensions of the model include audience analysis, content analysis, goal analysis, medium and design analysis, organization and methods and strategies for attaining long-term learning goals and objectives (Khan, 1997). Taken together these eight factors lead to a flexible learning platform that can support individualized, highly tailored learning strategies (Najjar, 2008).

2. Theory and Practice

Studies showing the reliance on a hybrid learning strategy of combining on-class and online instruction is more effective than traditional in-class alone. This is because the traditional didactic approaches to requiring rote memorization often deprive students with greater insights into how complex concepts are interrelated with one another (Greenwood, Horton, Utley, 2002). Clearly the era of didactic teaching is waning as advanced use of online collaboration and communication tools are teaching students how to better combine their unique strengths to turn their class projects into a long-term learning experience (Beard, 2002). This is especially the case in a study of 151 students enrolled in a traditional class and 49 enrolled in the same course online., the online course had lectures on electronic bulletin boards, a portal and also available via CD-ROM and on shared network drives. The online discussion rooms could be reserved and used whenever students needed them, and also provided for virtual blackboards for real-time information sharing (Navarro, Shoemaker, 2000). The results showed that students were more effective at collaborating and communicating with the online tools as many of them had time pressures that made meeting outside of class very difficult. This was one of the key factors that emerged from the analysis at a statistically significant level, yet the most compelling factor was the fact that students held each other to accountability and performance online where everyone could immediately see who was contributing or not, complete with statistics showing the most frequent contributors to the group’s success (Navarro, Shoemaker, 2000). The peer pressure within this specific study showed that each student wanted to be seen as a major contributor to the groups’ learning success and also wanted to have a “score” associated with their contribution which earned them enhanced credibility and respect with their peers in the class (Navarro, Shoemaker, 2000).

A study based on a computer programming course was completed using the WBL Framework as defined by Dr. Badrul Khan (Khan, 2003) that compared the academic performance of students who were taught with face-to-face lectures relative to those that were taught online using the WBL Framework as defined by Dr. Khan. The students who were taught online using a course design based on the WBL Framework in conjunction with scaffolding strategies for individualized learning outcomes performance better on both midterm and final exams (Navarro, Shoemaker, 2000). Scaffolding was shown to significantly improve test grades on lab programs, group or shared projects, midterms and final projects. The results also showed that online collaboration and communication increased significantly as student leaders emerged from the groups, often offering to help others with their more challenging homework assignments (Navarro, Shoemaker, 2000). This was surprising in that computer programming courses and advanced sciences classes are often highly competitive and isolated student behavior often leads to communication and project Collaboration breakdown even in entry-level courses as well. Yet the impact of a shared workspace online continually created a shared experience where students would regularly communicate using both computers at home and at school. The eight factors or components of the WBL Framework as defined by Dr. Khan had created a level of trust and transparency and dependency on de facto student leaders that otherwise would not have emerged (Navarro, Shoemaker, 2000).

3. Multiple Perspectives

There are just as many studies that indicate online learning leads to a lack of focus on the most critical areas of a course and the tendency of students to socialize instead of getting to work on their course projects. The most effective learning platforms that are built on the WBL Framework as defined by Dr. Khan have components that reflect student’s progression towards learning and can be configured to nurture and encourage students to become de facto leaders of their student teams (Khan, 1997). Dr. Khan’s work on these aspects of his framework are closely aligned with the core concepts of long-term learning including autonomy, mastery and purpose, three components shown to be critical in nurturing and growing long-term motivation (Greenwood, Horton, Utley, 2002).

In conjunction with these perspectives on how to create a highly effective online learning platform that aligns to the specific needs of students, there is a corresponding area of research that concentrates on teaching resiliency in the teaching process. The work of Dr. Carol Dweck of Stanford University underscores the need for leading students to continually challenge themselves to grow and have a very strong growth mindset vs. A limited on. She draws on an empirically-derived research study that shows the greater the growth mindset of even the most talented and gifted mindset, the greater the long-term performance gains they make in life (Dweck, 2006). Her book, Mindset, challenges both students and teachers to create a culture of continual focus on excellence and continual striving to improve, never taking a closed or limited mindset to improvement. It is an inspirational book and shows that there is hope for continual improvement and gains for the most challenged student and a call to continual effort and excellence for the most gifted. She also provides many examples of how the most challenged and failing students were able to transform their own academic performance with the right coaching and mindset around growth relative to limited or negative boundaries placed on performance.

4. Pedagogical Goal

In an era of Facebook, MySpace, Twitter and the many other social networks there is a healthy amount of skepticism relative to the use of the Internet as a learning platform. Using advanced teaching platforms that allow for scaffolding in conjunction with shared collaboration, instructors can see the value of enabling greater communication and collaboration throughout a class. When instructors rely on positive reinforcement to underscore the need for students to help each other the entire culture and morale of a class can be transformed as well (Ahlfeldt, Mehta, Sellnow, 2005). In conjunction with the group-based learning platform, the use of scaffolding technologies is also critical to the success of students as well (Najjar, 2008). In the case of advanced mathematical and science courses these techniques have shown to be highly effective in creating a culture of continual growth and the ability to shift the mindset of students to achievement over failure (Dweck, 2006).

5. Assessment

After proposing the use of online learning tools to a course, the response was overwhelming positive. The immediate response was that the interface of the learning platform was that it emulate Facebook in design and performance. While this is difficult to predict based on the availability of applications within the school district, it is apparent that the direction of software design encompasses usability as a very high priority. When classes were queried as to how often they would use the online tools for team projects, all said nightly. It became apparent from these discussions that Facebook and the current base of social media applications has changed how students interrelate with each other, their parents, and extracurricular organizations including school clubs, church groups, and other social programs. The integration of a learning platform into this broader base of experience can lead to a greater level of autonomy, mastery and purpose being achieved in their work (Greenwood, Horton, Utley, 2002).

6. Impact on Student Learning

Creating learning platforms that enable greater aligning of individualized lessons to the needs of students shows significant potential to increase long-term learning effectiveness (Najjar, 2008). Making these platforms as easy to use and understand while providing immediate feedback of performance in the form of gamificaiton can also lead to greater adoption. In conclusion, using online learning platforms to enable greater levels of comprehension and generate higher levels of autonomy, mastery and purpose in all subject areas shows potential in helping underperforming students to improve and high performance students ot stay challenged.

7.

Works Cited

Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, 24(1), 5-20.

Basile, a. & D’Aquila, J.M. (2002). An experimental analysis of computer-mediated instruction and student attitudes in a Principles of Financial Accounting course. Journal of Education for Business, 77(3), 137.

Beard, L.A. (2002). Students perceptions of online vs. campus instruction. Education, 122(4), 658.

Dutton, j. d.; Dutton, m.; Perry, j. (2002). How do Online Students Differ from Lecture Students? JALN. Vol. 6, no. 1, July.

Dweck, C (2006). Mindset: The New Psychology of Success. New York, NY: Random House

Green, R. & Gentemann, K. (2001). Comparison of outcomes for an online and face-to-face advanced English course: Changes in attitudes, perceptions, expectations, and behaviors, presented at the Virginia Assessment Group Conference in Charlottesville, Virginia, November 2000. Retrieved February 19, 2013 from http://assessment.gmu.edu/reports/Eng302

Greenwood, C.R., Horton, B.T., & Utley, C.A. (2002). Academic engagement: Current perspectives in research and practice. School Psychology Review, 31(3), 328.

Khan, B.H. (2003, a framework for open, flexible and distributed e-learning. E-Learn Magazine, 2003, 1-1.

Khan, B.H. (Ed.). (1997). Web-based instruction. Englewood Cliffs, NJ: Educational Technology Publications.

Najjar, M. (2008). On scaffolding adaptive teaching prompts within virtual labs. International Journal of Distance Education Technologies, 6(2), 35-54.

Navarro, P. And J. Shoemaker (2000). Performance and perception of distance learners in cyberspace. The American Journal of Distance Education 14(2): 15-35.

Sherif, J., & Khan, R. (2005). Role and relevance of web supported learning for first generation learners. Journal of American Academy of Business, Cambridge, 6(1), 123-129.

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Online Academic Help With Different Subjects

Literature

Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.

Finance

Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.

Computer science

Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!

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While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.

Engineering

Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.

Nursing

In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.

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What discipline/subjects do you deal in?

We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

  • When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
  • We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

  • The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
  • We will have a different writer write the paper from scratch.
  • Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment  Help Service Works

1.      Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2.      Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3.      Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

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